Enhancing Creative Performance: Effects of Expected Developmental Assessment Strategies and Creative Personality

Abstract

This study examined the independent and joint effects of expected developmental assessment strategies (self‐administered, other‐administered, and no assessment) and creative personality on individuals' creative performance. Data were collected from 68 participants who performed a role‐playing task in a laboratory setting. Results showed that individuals exhibited the highest creative performance when they expected a self‐administered assessment (i.e., an opportunity to assess their own work in order to develop their creativity‐relevant skills) and had creative personalities.

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